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TeacherWorkSample
CoverPage
TeacherCandidateName DanielleRoach
Licensure/ProgramArea ElementaryEducation
CollegeSupervisor RobertaEvans
School/Center ShakamakElementarySchool
Grade/Age 4grade/910yearsold
th
Subject General
Date 1/9/20172/2/2017
CourseNumber EDU360
TierNumber(ifapplicable)
Score________________________________________________________________________
1
Step1:ClassroomContext/CommunityandFamilyEngagement
a. Provideabriefoverviewofclassroom/schoolenvironment.Discussrelevantfactors
relatedtoyourcurrentclassroomplacementandcommunityandhowthesefactors
mayaffecttheteachinglearningprocess.Includeanysupportingevidenceand
challengesthataffectinstructioninyourcurrentplacement.Examplesofclassroom
factorsarebutnotlimitedtosizeandarrangement.Examplesofstudent
characteristicsincludebutnotlimitedtosocioeconomicstatus,giftsandtalents,
anddisabilities.
ShakamakElementarySchoolislocatedintheruraltownofJasonville,Indiana,
wherethepopulationisaround2,200residents.Mostoftheresidentsarethatof
Caucasiandecentandlowincome.Theincomepercapitais$17,310,whilethemedian
householdincomeis$27,569,whichresultsintheschoolbeingaTitleOneschool.
Therearetwentytwostudentsintheclassroom,exceptformathwhenonethirdgrade
studentcomesintotheclassroom.Thestudentsaredividedintoteamswitheachteam
havingfivetosixstudents.Thestudentseachhavetheirowndesk,whicharethenpushed
togethertoformtheirteams.TherearefivestudentsthatarecategorizedasTitleOneand
threestudentsthatareinthehighabilityprogram(otherwiseknownasgifted.)
b. FamilyandStakeholderCommunicationandCollaboration
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Familyandcommunityresources:Identifythreefamilyand/orcommunity
resourcesyoucouldusetosupportstudentlearning(forexample,guestspeakers,
fieldtrips,etc.).
Threefamilyand/orcommunityresourcesIcouldusetosupportstudentlearning
areguestspeakers,fieldtrips,andvisitinglocalcommunitybusinesses.WhileIwas
completingmypracticumatShakamakElementary,theschoolhadaBirdsofPrey
presentation.TheAmericanEagleFoundationbroughtdifferenttypesofbirdsforthe
studentstoseeinaction.Thestudentswereabletoseethedifferencesbetweenbirdsand
learnabouttheirenvironments.Studentsalsolearnedabouttheimportantrolesbirdsplay
intheecosystem.GuestSpeakers,liketheBirdsofPreypresentationhelpstudents
learnthingsdifferentlyandhelpsthemapplywhattheyarelearningintheclassroomto
reallifesituations.ShakamakStateParkisafewmilesawayfromtheschool.Thiswould
beagreatfieldtripforthestudents.Itcouldengagethestudentsinlearningabout
Indianasfish,forest,wildlife,ornaturalhabitatsandtheirconservation.Thefieldtrip
couldalsoteachthechildrenaboutIndianashistoryandculturalresourcesastheyrelate
toIndianaStateParksandReservoirs.Theselearningexperiencessupportavarietyof
subjectsforthestudents.Visitingalocalcommunityresourcesuchasalocallyowned
businesswouldbeagreatwaytohelpstudentslearnoutsidetheclassroom.Another
teacheratShakamakElementaryownsacommercialblackberryfarmthatthestudents
couldvisit.Studentscouldlearnaboutwherethefruitcomesfrom,howitgrows,andthe
processthatthefarmersgothrough.Anothercommunityresourcesuchasthe500
Festival&Indianapolis500ThisEducationprogramwouldbeagoodwayforstudentsto
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learn.ThisprogramisforIndiana4thgradestudents.Itimmersesthemintotheworldof
theIndianapolis500and500festival,exploringtheirimportantplaceinIndianashistory
andculture.IttiesinwiththeIndianaAcademicStandardsandbringstheclassroom
materialstolife.
Familycommunication:Givetwotothreeexamplesofhowyouwillcommunicate
withyourstudentsfamilies(i.e.,newsletter,classwebsite,personalnotes).
ThreeexamplesofhowIwillcommunicatewithmystudentsfamiliesarethrougha
newsletter,agendabooks,andcomputerapplicationsthatconnectschoolandhome.I
hopetobeabletocommunicatewithmyparentsinavarietyofways.Theseareafew
ways,butnotallofthewaysIplantoimplementclassroomcommunication.
1.) NewsletterIwillbesuretohaveanewsletterthatIsendoutwiththestudentsoncea
week/month.IwanttoprovidetheparentswithanoverviewofwhattopicsIwillbe
coveringandwhattoexpectthatweek/month.
2.) AgendabooksThestudentswillfilloutadailyagendabookwiththeirhomework.I
wanttheparentstosign(orinitial)theiragendabookeverynight,lettingmeknow
thattheysawwhetherthestudenthadordidnothavehomework.Iwillcheckthe
agendabooksdailyandletparentsknowthatiftheyhaveanyquestionstheycan
writethemintheagendabook.
3.) RemindAppTheRemindAppisanexcellentwaytokeepintouchwiththeparents.
Theappisacommunicationtoolthathelpsteachersreachstudentsandparentswhere
theyare.Itallowsteacherstocommunicatefasterwithrealtimemessagingforyour
school,group,orevenasingleparent.Withthisappyoucanalso:schedulereminders
aheadoftime,reacheveryoneyouneedtoreach,sendtextmessagesstraighttoany
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phone,translatemessagesintomorethanseventylanguages,seewhoisreadingyour
messages,andplanimportantactivitieswiththeRemindApp.
Familyinvolvement:Identifyonewayyoucaninvolvefamiliesduringaschool
basedactivity(i.e.,parentvolunteers,OpenHouse,parentchaperonesduringafield
tripordance,bandboosters,etc.).
OnewayIcaninvolvefamiliesduringaschoolbasedactivityisthroughparents
volunteeringtheirtimetohelpintheclassroom.ParentVolunteersintheclassroomand
parentchaperonesonfieldtripsarebothvitalforthestudents.Volunteerscanenable
studentstopersonalizeinstruction,broadenstudentsexperiences,andstrengthenschool
communityunderstandingandrelations.Itisimportanttohaveestablishedgood
communicationwiththeparents.Asateacher,youmustcreateaschoolclimateand
structuresthatsupportfamilyinvolvement.
Familyinvolvement:Describeonespecifichomeactivityrelatedtooneofyour
lessonplansyoucouldsuggestforfamiliestodothatwouldsupportstudent
learning,example:oralhistory,readingwithstudents.
Onespecifichomeactivityrelatedtooneofmylessonplanstoinvolveparentsto
supporttheirchildslearningisamultiplicationgame.Laynisfamilycouldbeinvolved
withhermultiplicationtablesinavarietyofways.ThereareseveralgamesthatIwould
suggestforthemtoplay.Theparentcoulddrawapopsiclestickoutofacupwitha
multiplicationproblemonitforLaynitosolve.Theycouldrepeatthisprocessallowing
hertoansweravarietyofmultiplicationproblemstoworkonhermultiplicationtables.
Theparentscouldincorporateprizesoragoalifshegetsacertainamountcorrect.
5
DaltonWithDaltonandhisreadingcomprehension/fluency,Iwouldsuggestforhimto
readashortstorytohisparentsworkingonhisreadingfluency.Hecouldevenreadthe
storytothemseveraltimestryingtobecomemorefluenteachtime.Thecouldthentalk
aboutwhathappenedinthestoryasafamily.Theparentswouldneedtoputemphasison
Daltongivingthemasmanydetailsashecanrecallaboutthestory.
TEACHINGCONTEXTDESCRIPTION
Class/ClassroomInformation
1. Gradelevelsinclass(listallthatapply):__4
grade(onestudentformaththatisin3
th
rd
grade
2. Agesinclass(listallthatapply):_8,(onestudentformath)9,and10years
old__________
3. Numberofstudentsenrolledinclass:_22students(23formath)
______________________
4. Numberofstudentstypicallypresent:_22students(23for
math)______________________
5. Timeavailableeachdaytoteachallstudents(inthisclass):810:40,11:3011:45,12:45
3:00
6. Resources(equipmentandsupplies)availableforthisclass(markone):
6
__XWellequippedandsupplied(forexample,multipletechnologies,sufficientpaperand
supplies)
____Adequatelyequippedandsupplied(accesstotechnologyandappropriatepaperand
supplies)
____Poorlyequippedandsupplied.(limitedtechnologyandsuppliesorrationingof
supplies)
7.Community,districtandschoolfactors.Addressgeographiclocation,community
andschoolpopulation,socioeconomicprofileandrace/ethnicity.Stabilityof
community,political,climate,communitysupportforeducation,andother
environmentalfactorsmayalsobeaddressed.ConsultIndianaDepartmentof
Educationwebsite,schooldistrictwebsite,ChamberofCommerce(ifavailable)for
information.
ShakamakElementarySchoolislocatedinJasonville,Indiana.Thepopulationis
around2,200residents.MostoftheresidentsareCaucasianandoflowincome.The
schoolpopulationofShakamakis429studentswith444ofthosebeingCaucasian.There
arenoAfricanAmericanstudents,noAsianstudents,tenHispanicstudents,andfive
multiracialstudents.Thegenderisdividedbyfiftythreepercentmaleandfortyseven
percentfemale.Forthesocioeconomicaspect,thereare197studentsthatpayfortheir
breakfastandschoollunches,whichisfortytwopercentofthestudents.Fiftyeight
7
percent(or262students)ofstudentsreceivefreeorreducedlunchesbasedontheir
parentsincome.ShakamakElementaryhastheschoolaccountabilitygradeofaBbased
ontheresultsoftheIndianaStatewideTestingforEducationalProgress(ISTEP)data.
IndividualDifferences
1.Numberofstudentsinclasswithdiverselanguages:__None_______________________
2.NumberofstudentsinclasswithIEPs:___None__________________________________
3.Numberofstudentsinpulloutorsupplementaryprograms:
__5__TitleI__3__Gifted__0__RTI_0___Other:
4.Patternsofdevelopment(numberofstudentstypicallyateachlevel)
Noteotherclass/classroomconditions,ifany,thathavecausedyoutoadjust
instructioninsomeway:
Therehavebeennootherclassorclassroomconditionsthathavecausedmetoadjustmy
instructioninanywayforeitherstudent.
8
Step2:AssessmentofPriorKnowledge(EstablishmentofaBaseline)
Describehowyouwilldeterminewhatthestudentorgroupofstudentsknow.
Describehowthiswillbemeasured.
Foreachstudent,Iwillestablishabaselinebasedontheareaofstudytheyare
goingtobeworkingon.Layniwilltakeapretestthathasmultiplicationfacts110tosee
ifshestruggleswiththesingledigitmultiplicationingeneral,oriftherearespecific
numbersthatsheishavingahardtimewith.WithDaltonfocusingonhisreading
fluency,Iwillhavehimreadaloudapassageforoneminute.Wordsthatareskippedor
pronouncedincorrectlyarenotcounted.Thenumberofcorrectwordsreadiscountedand
thistotalwillequalhisoralreadingfluencyrate.
Describehowyouwillpreassessstudent/spriortoteachingthe/aseriesoflessonson
aconcept,topicorsubject.Bespecificastohowyouwillpreassesseachmeasurable
learninggoal.Youareestablishingabaselinetobeusedwhencomparingthe
studentsfinalperformance.
TopreassespriorknowledgeIwillcreatealearninggoalforeachstudentby
usingthesmartacronym:
SisforSpecific
MisforMeasureable
AisforAppropriate
RisforRealistic
TisforTimeLimited
Laynislearninggoalistobecomemorefluentinhermultiplicationfacts.Iwill
administerapretesttomeasureLaynismasterylevelonmultiplicationfacts.Mygoal
formasteryis80%.Aftergivingthetest,Iwillfocusontheexactareasthatsheis
strugglingwithifitisaspecificnumber,wewillfocusonthat.
9
ForDalton,Iwillgiveapretesttomeasurereadingfluencyandwork
comprehension.Daltonslearninggoalistobecomemorefluentreadingandincreasing
hiswordcomprehension.Iusedpassagesof100wordsforhimtoreadandwasableto
writedownthenumberofwordshesaidfluentlyandgotcorrect.IalsotooknoteswhenI
askedhimquestionsaboutwhathappenedinthepassage.
ProvideacopyoftheAssessment(s)ofPriorKnowledgeyouwilluse(pretest,
KWL,anticipationguide,rubric).Remembertheassessmentwillbescoredwith
numbersthatcanbecomparedtotheassessmentofStudentLearningingraph
form.
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11
12
Step3:PlanningInstruction
Providelesson/activityplansthatrepresentaseriesoflessonsonaspecificconcept,
topic,orsubjectthatyouwillteach.Thelessons/activitiesshould:
a. Provideevidenceofcompetencyincreating,evaluating,and
incorporatingdevelopmentallyandculturallyappropriatematerialsinto
theinstructionalplansbasedontheStateAcademicStandardsor
FoundationsforYoungChildren.
13
SMWC Lesson Plan Template
Lesson Plan Title Multiplication Facts of 6
14
Technology (age &
program appropriate)
o Webcam
Check all that apply o Digital camera
o Teacher laptop o Document camera
o SMART Board o Digital microscope
o LCD projector o Video camera
o SMART Senteos o Scanner
(class set) o Colour printer
o Computers o Calculators
o iPad or tablet o FM system
o iPod or mp3 player(s) o Other-
o Early childhood ______________
learning technologies
Differentiation/Accommodations
Enrichment: The student could play the multiplication facts games on the www.multiplication.com
website during her spare time, computer lab, or at home for fun and learning.
Accommodations: If the student is struggling, have her write down all of the multiplication fact
tables of six. She could also read out loud the problems to the teacher to work on repetition.
Special Concerns
Layni has special one-on-one time with me when no other students are in the classroom. This will limit the amount of
distractions and allow her to have complete focus on the lesson at hand.
(Classroom management items, medication information, etc).
Assessment
Formative Assessments
The teacher will check for automaticity in an ongoing matter. It can be as simple as calling out facts for the student
throughout the day while waiting in line, walking in the hallway to the next class, during free time, or transitions. The
student will call out products as quickly as they can. A variety of games can be used as tools to assess students
and promote memorization
Summative Assessment
The student will complete another multiplication chart after the lesson to see if there has been any growth since the
pre-assessment.
15
Procedure
Durin Have a pair of dice, put one on the six and have the student roll the other one. Do the math UDL
Guidelines
g the problem between the 2 numbers to work on the low number end of the multiplication tables of 6.
lesson Have the student write down the problems that she works out and then read them out loud. See
Next, have the student log onto www.multiplication.com and choose the game that focuses on http://www.udl
the multiplications of 6 facts. center.org/abo
utudl/udlguidel
Explain to the student that if she is struggling with a specific problem, she should use the 6
ines
trick and then write down the multiplication problem 5 times on a piece of notebook paper since
repetition is vital. (Student could also read the problems out loud to reinforce this.)
After The student should complete another assessment of all the multiplication facts, not just the 6s. This will put the
the big picture at hand to see if the child is making any improvements.
lesson
Notes/Reflections
Layni is engaged in the multiplication game online and loves playing. She plays at home and it
seems to be helping her facts, as well.
16
SMWC Lesson Plan Template
Lesson Plan Title Multiplication Facts of 8
17
Technology (age &
program appropriate)
o Webcam
Check all that apply o Digital camera
o Teacher laptop o Document camera
o SMART Board o Digital microscope
o LCD projector o Video camera
o SMART Senteos o Scanner
(class set) o Colour printer
o Computers o Calculators
o iPad or tablet o FM system
o iPod or mp3 player(s) o Other-
o Early childhood ______________
learning technologies
PriorLearningConnections
Thestudentwillusepriorknowledgefromboththirdandfourthgradewhereshehasworkedonher
multiplicationtables.
Differentiation/Accommodations
Enrichment: The student could play the multiplication facts games on the www.multiplication.com
website during her spare time, computer lab, or at home for fun and learning.
Accommodations: If the student is struggling, have her write down all of the multiplication fact
tables of eight. She could also read out loud the problems to the teacher to work on repetition.
SpecialConcerns
Laynihasspecialoneononetimewithmewhennootherstudentsareintheclassroom.Thiswilllimitthe
amountofdistractionsandallowhertohavecompletefocusonthelessonathand.
(Classroommanagementitems,medicationinformation,etc).
Assessment
Formative Assessments
The teacher will check for automaticity in an ongoing matter. It can be as simple as calling out facts for the student
throughout the day while waiting in line, walking in the hallway to the next class, during free time, or transitions. The
student will call out products as quickly as they can. A variety of games can be used as tools to assess students
and promote memorization
Summative Assessment
The student will complete another multiplication chart after the lesson to see if there has been any growth since the
pre-assessment.
18
Procedure
The student will create a flip book to help with the multiplication table facts of 8.
Before The student should write her multiplication facts:
the 8 x 0=0
lesson 8 x 1=8
8x2=16
8x3=24
8x4=32
8x5, 8x6, 8x7 ,8x8, 8x9, and 8x10.
Durin The student should be given blank pages of paper. The student should be told to fold each page UDL
Guidelines
g the in half and staple the pages together in the crease in the middle.
lesson Each page should have the problem on front of the page. See
On the back of the page, the student should have the problem written again with the answer. http://www.udl
The student should do this for each problem from 8x0 to 8x10. center.org/abo
utudl/udlguidel
Have the student read the problems to you and practice doing them with you.
ines
After The student should complete another assessment of all the multiplication facts, not just the 8s. This will put the
the big picture at hand to see if the child is making any improvements.
lesson
Notes/Reflections
I am proud of the improvement that Layni is giving and the effort she is putting forth. She practices
her multiplication tables on her own time.
19
SMWC Lesson Plan Template
Lesson Plan Title Reading Fluency Part 1
20
Technology (age &
program appropriate)
o Webcam
Check all that apply o Digital camera
o Teacher laptop o Document camera
o SMART Board o Digital microscope
o LCD projector o Video camera
o SMART Senteos o Scanner
(class set) o Colour printer
o Computers o Calculators
o iPad or tablet o FM system
o iPod or mp3 player(s) o Other-
o Early childhood ______________
learning technologies
Differentiation/Accommodations
Enrichment: The student can always practice their reading skills at home by reading out loud to
their parents and conversing what the story was about.
Support: If the passage proves to be too difficult or uninteresting to the reader, switch to an easier
or more engaging passage.
Special Concerns
The teacher should be familiar with teaching fluency and what fluency includes (speed, accuracy,
intonation) and also familiar with how to use a Timed Reading chart (which is the assessment.)
(Classroom management items, medication information, etc).
Assessment
Formative Assessments
Read the students body language when practicing their reading. Have the students ask any questions they may
have.
Summative Assessment
Use the Timed Reading Chart and the passage to evaluate the students passage.
21
Procedure
Before Today we are going to learn more about reading fluency. A fluent reader is like a good ice skaterhe does not
the stop and start, he skates at a quick pace (but does not concentrate on speed) and he expresses himself while
lesson he skates. Fluent readers work the same way. They are able to read all of the words correctly, at the right
speed, in chunks that make sense, and with feeling.
Introduce new and difficult words in the passage to the child and provide practice reading those words before
they read on their own.
The first read begins with activating background knowledge. The student should look at the passage
illustration and the caption. He should think about what he already knows about the topic.
Ask the student to scan the passage looking for new and familiar words In their passage and underline them.
Ask the student what challenging words they found and then you provide a brief definition of those harder
words or look them up together in the dictionary.
Durin Have the student read the passage silently. He can take as much time as he needs. UDL
Guidelines
g the Now ask the student to read the entire passage out loud to practice.
lesson After the student reads, model how to read the text. By listening to good models of fluent See
reading, students learn how a readers voice can help written text make sense. http://www.udl
Once you model how to read the text, have the student reread it. By doing this, the student is center.org/abo
utudl/udlguidel
engaging in repeated reading. Have the student read a text four times to improve fluency. ines
Notes/Reflections
Reading fluency is not something that is developed quickly. Although you can tell an improvement, I
think this would have worked better had it been a long-term project and not a two lesson
assignment.
22
SMWC Lesson Plan Template
Lesson Plan Title Reading Fluency Part 2
23
Technology (age &
program appropriate)
o Webcam
Check all that apply o Digital camera
o Teacher laptop o Document camera
o SMART Board o Digital microscope
o LCD projector o Video camera
o SMART Senteos o Scanner
(class set) o Colour printer
o Computers o Calculators
o iPad or tablet o FM system
o iPod or mp3 player(s) o Other-
o Early childhood ______________
learning technologies
Differentiation/Accommodations
Enrichment: The student can always practice their reading skills at home by reading out loud to
their parents and conversing what the story was about.
Support: If the passage proves to be too difficult or uninteresting to the reader, switch to an easier
or more engaging passage.
Special Concerns
The teacher should be familiar with teaching fluency and what fluency includes (speed, accuracy,
intonation) and also familiar with how to use a Timed Reading chart (which is the assessment.)
(Classroom management items, medication information, etc).
Assessment
Formative Assessments
Read the students body language when practicing their reading. Have the students ask any questions they may
have.
Summative Assessment
Use the Timed Reading Chart and the passage to evaluate the students passage.
24
Procedure
Before Introduce a new passage to the student. It should be too long to memorize (150-200 words)
the Have the student read the passage quietly and repeat the process from yesterday where he can underline the
lesson words.
Durin Read the passage out loud for the student. UDL
Guidelines
g the Discuss with the student what the reading sounded like. What was my speed? Was it accurate?
lesson Did it have a lot of expression? See
Do some non-examples for the student: read too slow, inaccurately, no expression. Discuss http://www.udl
what the reading sounded like. center.org/abo
utudl/udlguidel
Have the student practice reading the passage with you. Work on the areas the student needs ines
to improve with.
Ask the student what the author wants them to remember about the passage, which works on
reading comprehension additionally.
Notes/Reflections
25
b. Includeachartofsequentialteachingactivities.ListtheStateAcademic
StandardsorFoundationsforYoungChildrenandobjectivesandbriefly
describetheactivitiesandassessmentforeachlesson.IdentifytheAcademic
StandardsorFoundationsthatconnecttoyourownlessonplan
outcomes/objectives.Theactivitiesshouldreflectbestpracticesthroughavariety
ofinstructionalstrategies/techniques.
Step4:Implementation:Teaching&Learning
Describeanassessmentplantomonitorstudentprogresstowardlearning
outcomes/objectives.
TheassessmentplanthatIusedwithLayniandhermultiplicationfactswasIgavehera
littlequizafterthelessontoseeifshehadimprovedany.WithDalton,Ihadhimreadapassage
andcheckedonhisfluencyandhowmanywordshesaidcorrectly.
Describehowtechnologywillbeusedintheplanningand/orinstruction.Ifthereisnoplan
touseanyformoftechnology,provideaclearrationaleforitsomission.
IusedtechnologywithElayniandhermultiplicationfacts.Shewasabletoplayan
interactivegametoworkonherfacts.Sheenjoyedplayingthegameanditseemedtoreallyhelp
withherfacts.Shewrotedownthewebsiteforthegamesothatshecanplayathome.With
Dalton,welistenedtoafewpassagesbeingreadonlineinteractivelysothatwayhewouldget
moreexamplesoffluentreading.
Describetheassessmentsthatyouwillconductbefore,during,andafterinstruction.The
assessmentshouldbealignedwiththeoutcomes/objectives,containbothqualitativeand
26
quantitativedata.Theseassessmentsshouldauthenticallymeasurestudentlearningand
mayincludeperformancebasedtasks,paperandpenciltasks,orpersonalcommunication
TheassessmentsweremultiplicationfactsthatIdesigned.Iusedthisassessmentasapre
andposttest.LayniIusedmultiplicationfactsandhadhersolvethem.Iwrotedownthenumber
thatshegotcorrectaftereachlesson.Thisshowedmethatshewasimprovingwithher
memorizationofmultiplicationfacts.IalsowouldquizherthroughoutthetimeIwasat
ShakamakElementaryduringextratimeandtransitions.ThereadingassessmentIusedforboth
preandposttestsasareadingpassageconsistingof100words.Daltonhadtoreadapassageof
100words,andIwouldwritedownthenumberofwordsthathereadfluentlyandgotcorrect.
Daltonwasabletoreadmorefluentlyattheendofhislessonsandscoredhigheronapassage.
Afteradministeringthepreassessment,analyzestudentperformancerelativetothe
learningoutcome/objectives.Createatable,graph,orcharttodepicttheresultsofthepre
testtoclearlyindicatethebaselineofperformance.
27
Dalton's Reading Fluency
Showevidenceofreteachingandadaptinglessons/activitiesbeyondtheoriginallessons.
Howisstudentperformanceaffectedbyreteachingoradaptation,pleaserefertothe
baseline.
(SeeattachedlessonplansfromStep3.)Mybaselinewas80%accuracy.Myinstruction
wasaddressingmultiplicationfactsthatLaynihadnotmasteredonthepretestandreviewing
strategiestoimproveDaltonsfluencyfromthepretest.
Step5:AssessmentResultsandAnalysisofStudentLearning
Analyzetheassessmentdata,includingpre,formative,andpostassessmentstodetermine
studentsprogressrelatedtothelessons/unitlearningoutcomes/objectives.
BasedonthescoresfromLayniandDaltonspretests,InoticedthatLaynistruggled
withmultiplicationfactsfor6sand8s.Duringmylessonswithher,Iobservedthatshe
28
wasimprovinginmasteringthosefacts.Shestartedwitha47percentwiththepretest.
Aftershetooktheposttest,sheimprovedby36%,completingthetestwithan83%.
Daltonspretestindicatedthathewasscoringata62%.Aftercompletingthelessons
withDalton,hisposttestshowedthathisscoreincreasedtoan80%.Thisshowsthat
Daltonsfluencywasimproving.
Step6:ReflectionandSelfAnalysis
Sincetheconclusionoftheworksample,whathaveyoudonetohelpstudentsaccomplish
theobjectivesandimprovetheirlearning?
Sincethecompletionoftheworksample,IstillcontinuetoworkwithLayniandDalton
both.IregularlywillaskLaynimultiplicationfactsrandomlythroughouttheday.Therepetition
isimportantwithherbeingabletorememberthefacts.Shetoldmethatherparentsstillwork
withherathome,aswell.IalsohavehadDaltonreadpartsofhisassignmentstomeduring
worktime.Iwillhavehimreadquestions,passages,oreventheboardtoworkonhisfluency.
Whatwastheoriginalexpectedoutcomeofthelesson(s)taught?
Laynisoriginalexpectedoutcomewasthatherknowledgeofmultiplicationfactshas
becomemorefluent.Daltonsoriginalexpectedoutcomewastoimproveonhisreadingfluency.
Whatwereyourassumptionsofthestudentsknowledgepriortoteachingthelesson?
Priortoteachingthelessons,Iwastoldthechildrenhadstrugglesinthoseparticular
areas,soIwasreadytoseetowhatextenttheywerelacking.
Basedontheresultyouobtainedandyourexperiencewiththisbodyofinstruction,what
willyoudodifferentlyinplanning,teaching,andassessingthenexttimeyouteachthis
contentorconcept?
29
Inmyopinion,Ithinkthatmorethantwoplanswitheachstudentwouldhelp
tremendously.Thestudentswouldbenefitmorewithmorehelp.Theconceptscouldbegoneinto
moredetailandbothstudentswouldbeabletohavemorepracticewiththesubjectmatterbeing
workedon.
Whatdidyoulearnaboutyourownteachingandassessmentskills?
SinceIcompletedanindepthcasestudylastsemester,Iwasrathercomfortablewiththis
taskathand.However,itwasnotexactlywhatIhadinmind.Duringthecasestudy,Iwasable
toworkwiththestudentforroughlyeightweeks.Withthesestudents,Icreatedtwolessonsper
student,whichwasnotenoughinmyopinion.
Whatadaptationsdidyouneedtomakebasedontheformativeassessmentyoudidduring
thelessons?Howdidyouadaptyourinstructionforindividualneeds?
Thestudentsseemedtobeprogressinginareasonablemanner.Therearesome
improvementsthatcouldbemadeonbothofthestudentsparts,butIfeellikethatwillprogress
withtimeandpractice.
Doestheevidencesupportactualstudentlearning?
Theevidencedoessupportactualstudentlearning,whichisshowninthescoresofthe
assessment.
Evaluatethestrengthsandweaknessesofyourownteaching.
Everyteacherhasbothstrengthsandweaknesses.Asabeginningteacher,IknowthatI
havebothstrengthsandweaknesses.Oneofmystrengthsisconsistentlyreflectingonmy
practiceandlookingforwaystoimprove.Iamflexibleandhaveawillingnesstoalwayslearn
andtrynewthings.SomeideasthatIhaveinmindmightnotworkasexpected,soIamwilling
andabletofindnewwaystoadaptmyplanforittoworkbestintheclassroom.Ithinkanother
strengthofmineisbeingopentosuggestionsandcriticism,whichisvitalfornewteachers.Ilike
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totakeeverythinginandpushmyselftobethebestthatIcanbe.Itakeprideinhavingagood
rapportwiththestudentsasateacher.Itisimportanttoestablishgoodrapporttohaveagood
relationshipwiththestudents.CreativityisanotherstrengthofminebecauseIamalways
thinkingofnewandinterestingwaystoconceptualizeideasandplannewprojectstoengagethe
studentsinafun,interactiveway.
Ithinkthatoneofmyweaknesseswouldbetimemanagement.Itendtooverplanandam
notabletofiteverythingIhadonmylessoninthetimeframethatIhaveallotted.Ithinkthisis
somethingthatcomeswithexperienceandtimeintheclassroom.Inadditiontothis,Ithinkthat
apersonalclassroommanagementstylewilltakeyearstodevelopwhatactuallyworksforyou.It
willtakesometrialsandtribulationstoidentifywhatistherightclassroommanagementinyour
ownclassroom.
Identifysomeareasforyourfutureprofessionalgrowth.
ThereareseveralareasthatIwouldliketoworkonformyfutureprofessionalgrowth.Of
course,Iwanttoworkonmyweaknessesoftimemanagementandclassroommanagement
skills.HavingjustrecentlymovedfromGeorgiatoIndiana,Iwanttobecomemorefamiliarwith
theIndianaStandardssincemycomfortisintheGeorgiaStandards.Mygoalistocompletely
understandwhatthosestandardsareandhowtoinfusetheminmyclassroom.
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